From Community Story-Reader to Nobalisa Team Leader

When Nolutsha walks into a classroom today, she does so not just as a visitor but as someone who knows what it feels like to sit in those same desks, listening to stories that spark imagination and confidence.

Her journey with Axium Education began in 2016, when she joined as one of the first "Community Story-Readers" — young people helping to build a culture of reading and storytelling in rural schools.

“We taught children how to read and told them amabali (stories), even iintsomi (oral folktales),” she recalls. “We read books together and did a lot of reading aloud. It was fun.”

Those early years were shaped by creativity, connection, and a shared love of learning. The birth of the Nobalisa model was based on the simple act of sharing stories, which quickly became a powerful way to strengthen reading and comprehension skills and help learners see learning as something joyful and meaningful.

As Axium’s literacy work expanded, so did the role of the community story-reader. When the Teaching at the Right Level (TaRL) approach was introduced, Nolutsha and other readers had to adapt to new ways of supporting learners.

“At first, I didn’t understand it,” she says honestly. “Change can be confusing. But once it was explained and we started working with it, I really began to enjoy it. It made sense.”

TaRL focuses on teaching learners at their current level rather than by grade, helping children rebuild foundational literacy and maths skills through group-based learning and regular assessment. For the now Nobalisa Facilitators, it meant learning new methods and mindsets, and for many, it opened doors to leadership.

“Now I’m a team leader,” Nolutsha says with pride. “My role is to make sure the work is happening correctly, to give feedback, and to train others. I’m gaining more confidence every day.”

Her journey from Nobalisa facilitator to team leader reflects a bigger story across Axium’s programmes. Over the past five years, the Nobalisa model has grown steadily, reaching more schools and communities through the leadership of young people who know these places best. Many, like Nolutsha, are now running the very programmes they once took part in — shaping lessons, mentoring others, and helping the work expand in ways that stay true to their communities. This is a full-circle moment - It’s a story of growth that feels both personal and shared, showing how local ownership keeps the programme moving forward.

"It’s not always easy,” she admits. “Sometimes learners know me from the community or we’re even related, and that can make it tricky in terms of behaviour or listening. But it’s also rewarding, because the community recognises me. The schools are proud, and so am I, because I was once a learner there, and now I’m helping others learn."

This connection between community, continuity, and classroom learning is what makes the Nobalisa Programme so unique. It’s not just about improving literacy; it’s about creating real opportunities for young people in rural areas to grow as educators, mentors, and leaders.

The program builds a teacher pipeline right where it is needed most, in rural communities themselves. Each Nobalisa facilitator gains valuable skills in classroom practice, feedback, teamwork, and learner engagement. Many go on to pursue teaching or further study, carrying with them the same spirit of storytelling and curiosity that first inspired them.

From her first day as a Nobalisa facilitator in 2016 to her current role leading a team, Nolutsha’s story captures what Axium aims to achieve: local leadership grounded in learning.

“It’s fun,” she says simply. “You get to see progress, not just in the learners, but in yourself too.”

Stories like Nolutsha’s remind us that rural education is not only about tackling challenges but about recognising potential. When learners become Nobalisa, and Nobalisa become leaders, the future of teaching in rural South Africa starts to look a lot more hopeful and very much local.